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Cooperative Education Policies and Procedures Manual · PDF file Cooperative Education Policies and Procedures Manual ii Acknowledgments This manual has been developed to improve the

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  • Cooperative Education Policies and Procedures Manual

    ix

    Cooperative Education Policies and Procedures Manual

    Table of Contents Section 1: Management Guide for Administrators Section 2: Management Guide for Teacher-Coordinators Section 3: Helpful Forms Section 4: Current Labor Laws Section 5: Marketing Education Student’s Training Portfolio Associate Level Training Plan Section 6: Marketing Education Student’s Training Portfolio Management Level Training Plan

  • Cooperative Education Policies and Procedures Manual

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    Foreword

    Cooperative Education has been a widely utilized work-based method of instruction in North Carolina for more than sixty years. This instructional strategy can be invaluable in allowing students to gain entry-level skills in the career area of their choice. Cooperative education students have the opportunity to apply the skills learned in academic and workforce development education courses when participating in this method of instruction. Additionally, cooperative education empowers students to be responsible, ethical, and productive employees, therefore teaching them to be good citizens in the society they will soon lead. Maintaining quality Workforce Development Education programs is imperative in preparing students to be the leaders of tomorrow. Build excellence in your schools using this instructional work-based learning method.

    Phillip J. Kirk, Jr. Chairperson Michael E. Ward, State Superintendent State Board of Education N.C. Department of Public Instruction

  • Cooperative Education Policies and Procedures Manual

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    Acknowledgments

    This manual has been developed to improve the quality of cooperative education in our public schools and ensure compliance with federal and state legislation authorizing cooperative education as a method of instruction. The State Board of Education has also adopted the policies in this guide to ensure quality in workforce development programs utilizing this instructional method. Additionally, State Board of Education policies have been adopted for the two other forms of work-based learning which may receive credit: high school apprenticeship and internship. We appreciate the input we received through surveys and questionnaires from all of North Carolina’s Workforce Development Administrators as well as the input we received from the teachers utilizing this methodology. Jeanne Hunt and Carol Rainwater of Charlotte-Mecklenburg Schools were instrumental in the development of the Management Guide for Teacher-Coordinators found in this manual. Their work creating connecting activities for marketing education students is outstanding. We gratefully acknowledge the following school systems for sharing documents to aid in the development of this guide.

    Cabarrus County Guilford County Charlotte-Mecklenburg County Surry County

    Additionally, we would like to thank the following Workforce Development Education Regional Coordinators for their input in the development of this manual.

    Horace Robertson Willie Randolph Melinda Lassiter Shirley Ray Greg Gift Danny Hardee

    The standards represented in this manual will ensure that cooperative education maintains a high level of expectation and integrity for all participants in the cooperative method of instruction. Your involvement is crucial in building programs and providing this hands-on strategy to students.

    June S. Atkinson, Director Instructional Services

    Kenneth W. Smith, Section Chief Business and Marketing Education

    Sonya Dismuke, Education Consultant Marketing Education

  • Cooperative Education Policies and Procedures Manual

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    North Carolina State Board of Education Policies for

    Work-based Learning Methods Receiving Academic Credit and

    Federal and State Legislation Authorizing Work-based Learning

    Adopted June, 2000 Public Schools of North Carolina

    State Board of Education Department of Public Instruction

  • Cooperative Education Policies and Procedures Manual

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    North Carolina State Board of Education

    Chairman: Phillip J. Kirk, Jr., Member-at-Large Lieutenant Governor: Dennis A. Wicker State Treasurer: Harlan E. Boyles

    Members: Kathy A. Taft, 1st Education District Margaret B. Harvey, 2nd Education District Edgar Murphy, 3rd Education District Evelyn B. Monroe, 4th Education District Maria Teresa Palmer, 5th Education District Jane P. Norwood, 6th Education District Ronald E. Deal, 7th Education District Robert R. Douglas, 8th Education District Zoe Locklear, Member-at-Large Eddie Davis, III, Member-at-Large

  • Cooperative Education Policies and Procedures Manual

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    Adopted by the State Board of Education, June 2000

    Standard Operating Policies for All Work-based Learning Methods Receiving Academic Credit

    • Students receiving academic credit for work-based learning experiences must participate in

    one of the following forms of work-based learning: 1) High School Apprenticeships in which students are officially registered through the

    Department of Labor 2) Cooperative Education through an appropriate workforce development education

    course 3) Internships connected to course work in the North Carolina Standard Course of Study

    (paid or unpaid) Other work-based learning experiences do not receive academic credit.

    • Students participating in high school apprenticeships, cooperative education or internships

    (paid/unpaid) will earn academic credit based upon the number of hours spent in the workplace and required projects (similar to senior projects/portfolios). Local Education Agencies may increase the hourly requirements consistently for all forms of work-based learning. Policy, on the minimum number of hours required, is provided in the chart below.

    Schedule On-the-job/Work-based Experience Required

    Credit Earned for Work-based Component

    4 x 4 Block (Semester) 135 1 Carnegie Unit A-B Day (Year-long)

    135 1 Carnegie Unit

    Traditional (Year-long) 150 1 Carnegie Unit • Work-based learning experiences must be documented on a student’s Career Development

    Plan to ensure that the student is placed according to his/her career goals. • Students receiving credit for work-based learning methods of instruction must complete an

    official agreement among the school, business partner, student and parent/guardian stipulating the requirements and responsibilities of all involved.

    • Students desiring to earn academic credit for work-based learning experience outside the

    academic year must follow the same policies and guidelines required during a regular school year.

    • Students cannot receive academic credit by providing school services such as bus driver,

    cafeteria worker, office assistant, or teacher assistant.

  • Cooperative Education Policies and Procedures Manual

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    Adopted by the State Board of Education, June 2000

    • Schools shall not allow early work release during the school day for students participating in

    any other forms of work experience, such as a part-time job, unsupervised by the school. • Multiple academic credits may not be given for the same work-based experience. For

    example, a student cannot simultaneously receive academic credit for any two forms of work- based learning.

    Requirements for Apprenticeship High school apprenticeship must follow all guidelines determined by Administrative Code, State Law, and Federal Law, as well as the following: Χ Registration by the Department of Labor, Bureau of Apprenticeship and Training. Χ Standards of Apprenticeship by which each program operates. These standards are

    adjusted to meet the needs of each employer. Χ A work process, which is a document that lists all the skills an apprentice will be learning

    and the number of hours required for each skill during the course of the experience. Χ A schedule of related instruction listing all related courses that must be completed by the

    apprentice. Χ A progressive wage scale must be followed for the apprentice, increasing as the skill

    levels of the apprentice develop.

    Requirements for Cooperative Education • Students must be enrolled in a workforce development education (vocational and technical

    education) course offering the cooperative method. The following five program areas offer the cooperative education method of instruction:

    1) Agricultural Education 2) Business Education 3) Family and Consumer Sciences Education 4) Marketing Education 5) Trade and Industrial Education

    • A signed training ag

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